An Adventure: from reflective practice to spirituality

Hunt, Cheryl

doi:10.1080/1356215980030304

Cited by 20 publications

(17 citation statements)

References 3 publications

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“…Such activities, employed across a range of professional, pre-professional and paraprofessional learning contexts, can vary widely. Some examples are: log, diary and journal writing (Bolton 2005;Clegg, Tan, and Saeidi 2002;Moon 2001); videotape self-analysis (Broyles, Epler, and Waknine 2011;Marita, Leena, and Tarja 1999;Welsch and Devlin 2006); dialogue (Fazio 2009;Graves and Jones 2008;Nyaumwe and Mtetwa 2011); imaginative self-spectatorship (Collier 2010) or spiritual analysis (Hunt 2010). Given such variety, I will make no attempt to advocate for a particular approach, nor will I infer one throughout.…”

mentioning

confidence: 97%

But does it work? Reflective activities, learning outcomes and instrumental learning in continuing professional development

Roessger

2013

Journal of Education and Work

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This paper examines the relationship between reflective practice and instrumental learning within the context of continuing professional development (CPD). It is argued that instrumental learning is a unique process of adult learning, and reflective practice's impact on learning outcomes in instrumental learning contexts remains unclear. A new conceptualisation of instrumental learning in CPD is provided to illustrate the issue's relevance and potential implications. Three justifications for further investigation are suggested: (a) to clarify the function of reflective practice activities in the immediate context of instrumental learning; (b) to protect the welfare of clients and professionals; and (c) to sustain the continuing success of the field of CPD. It is argued that an empirical investigation using scientific methodology is the most effective approach to address this issue.

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mentioning

confidence: 97%

But does it work? Reflective activities, learning outcomes and instrumental learning in continuing professional development

Roessger

2013

Journal of Education and Work

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“…Like Hunt (1998), I see re¯ection involving: ¼ the mapping of different vantage points reached on various learning journeys through the territory and environs of one's professional practice. Borrowing Oakeshott's (1975) phrase, each of these points represents à platform of conditional understanding' from which one' s present route can be reviewed, information from it consolidated, and new directions determined.…”

Section: Prologuementioning

confidence: 98%

“…The account that follows is informed by an understanding of re¯ection as a deliberate search for meaning (Hunt, 1998). As the various conceptualisations of re¯ection on professional practice attest, this search can take diverse forms and involve diverse processes (see, for example, Wellington & Austin, 1996;Valli, 1997).…”

Section: Prologuementioning

confidence: 99%

Caring and Empowerment: A teacher educator's reflection on an ethical dilemma

Sumsion¹

2000

Teaching in Higher Education

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Despite a growing interest in the lives and work of teacher educators, there has been little explicit examination of the ethical dimensions of their professional practiceÐ or of the ethical dimensions of teaching in higher education in general. This article contributes to efforts to address these oversights. More speci® cally, it documents aspects of my re¯ection on an enduring ethical dilemma I encounter as a university-based teacher educator; How to enact my commitment to professional practice grounded in an ethos of caring (Noddings, 1984) for my students, without being drawn into the abyss of endless and ultimately disempowering emotional labour that caring can entail (Bateson, 1989)? In attempting to resolve this dilemma I identify an alternative conceptualisation of caring as mutual empowerment and draw on Tom's (1997) notions of deliberative relationships, transparency of practice and presence. Although the context of this article is teacher education, I believe that these notions have relevance for university teachers in most disciplines, and especially for those preparing students for entry into the`caring professions' . PrologueThe student leaves my of® ce in tears and I slump back into my chair, drained by the tense exchange that has just taken place and wondering, as I so often ® nd myself doing, whether the stance I have taken is justi® able or unconscionably harsh. I know the student well for over the last two years she has con® ded in me about the ongoing dif® culties she encounters in her personal life. I have come to admire and respect her strength and tenaciousness and, wherever possible, have tried to accommodate her needs for exibility with assessment tasks and time-lines. Yet following a recent chance discussion with a similarly sympathetic colleague who has also worked closely with this student and been even more accommodating, I have become increasingly uneasy that the student might be beginning to take advantage of my colleague' s and my concern for her. The meeting that has just ended so disastrously had been an attempt to share my disquiet

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“…(Russell, 1984, p. 123) Back in the 1980s, I had unwittingly accepted this invitation. While engaged with the staff development programmes, I had learned how to meditate and begun to explore the practical implications of this experience for my own personal and professional identity (Hunt, 1998). Much earlier, as a psychology student, I had also participated in T-groups [3] and other 'awareness-raising' groups, which aimed to promote inner growth through an understanding of personal relationships and interactions.…”

Section: Secondary Inquirymentioning

confidence: 99%

Climbing Out of the Void: Moving from chaos to concepts in the presentation of a thesis

Hunt¹

2001

Teaching in Higher Education

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This article is concerned with the processes that lie between the sensing of an idea and its subsequent presentation in a written 'academic' style. It is based on the experience of writing a PhD thesis that set out to explore a 'felt-reality' concerning the relationship between community education and spirituality. Central to the paper is the description and analysis of a critical incident, involving a supervisor's feedback, which caused the thesis to be abandoned for over a year. The article describes why and how the writing was eventually resumed using a deliberately re ective style. This produced new insights and ideas out of the very process of writing. The paper highlights a number of parallels between the content of the thesis and the process of writing it. An illustration is given of how the experience of writing the thesis can be 'mapped' against three different models of 'ways of knowing'.

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An Adventure: from reflective practice to spirituality

Cited by 20 publications

References 3 publications

But does it work? Reflective activities, learning outcomes and instrumental learning in continuing professional development

But does it work? Reflective activities, learning outcomes and instrumental learning in continuing professional development

Caring and Empowerment: A teacher educator's reflection on an ethical dilemma

Climbing Out of the Void: Moving from chaos to concepts in the presentation of a thesis

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